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Retention Strategies, Scaffolding Problem Solving, Language Support and Fluency

October 15, 2024

November 14, 2024

December 12, 2024

Retention Strategies, Algebraic Reasoning, Language Support and Scaffolding Reasoning

October 16, 2024

November 15, 2024

December 13, 2024

Effective elementary, middle, and high school mathematics teachers provide a continuum of instructional support to help students learn essential mathematical concepts and master new important skills. Additionally, math teachers devote significant efforts and instructional time to make sure students do not forget what they have previously learned, which is extremely important in the study of mathematics. This series will provide teachers with specific strategies for organizing both instruction and students’ studying of material to facilitate learning, remembering, and applying critical mathematical concepts and skills in new situations.

Dr. Paul Riccomini is a highly respected expert in mathematics education, specializing in high intensity instructional techniques for mathematics. With a mathematics degree and dual certifications as a high school math and special education teacher, Paul possesses in-depth knowledge of content matter and evidence-based instructional techniques. Drawing from extensive classroom experience, Paul understands the unique challenges faced by mathematics teachers at all grade levels.

With a rich background spanning 30+ years, Paul has made significant contributions to mathematics education. His research focuses on innovative teaching strategies and pedagogical approaches, providing practical and research-based methods to enhance math instruction. Educators seeking valuable resources can rely on Paul's work to improve their teaching practices in mathematics. Paul can be followed on Twitter @pjr146.

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This document/product/software was supported in whole or in part by the U.S. Department of Education, Office of Special Education Programs, (Award #H027A160111, CFDA 84.027A, awarded to the Ohio Department of Education). The opinions expressed herein do not necessarily reflect the policy or position of the U.S. Department of Education, Office of Special Education Programs, and no official endorsement by the Department should be inferred.